The aim of this study was to assess whether age-related differences in reaction time can be explained satisfactorily in terms of a global age-related differences in processing speed alone. We investigated the age-related differences in simple, discrimination and choice reaction time in 4-to 6-year-old children and young adults using approach proposed by Madden et al. and Ridderinkhoff & van der Molen. This research demonstrates that there are clear age-related differences in processing speed not only between young children and adults but also between three age groups of young children. The use of the regression approach in this study provides further support for the presence of the global age-related differences in processing speed both between young children and adults and between young children of three age groups. The current data also confirmed the results of previous researches that the magnitude of the slowing coefficient decreases with increasing age. However, using transformation method proposed by Madden et al. and Ridderinkhoff & van der Molen we revealed that there are not only global age-related differences but also process-specific age-related differences in processing speed. We assume that the age-related differences in processing speed can be understood in relation to the heterochronicity of child brain development.
The article is devoted to the study of the influence of peculiarities of child–parent interaction on the early socio-emotional development of children with perinatal risks. This is a relevant area since, first of all, there is an increasing number of children with such risks (especially, with the risk of autism spectrum disorders (ASD) andattention deficit hyperactivity disorder (ADHD)). Moreover, it is parents who can be most instrumental in the successful development, adaptation and socialization of children. The article examines Russian and foreign approaches to the definition of socio-emotional development, stages, and levels of its development. It also analyses the data obtained in the course of research of peculiarities of parent–child interaction with the help of video observation (PCI) that was conducted using the coding scales (SocialinteractionratingScale). In order to assess cognitive, speech, socio-emotional development, and adaptive behavior, «Bayley Scales of Infant Development Third Edition» were used. The data of eight children of the control group (average age 5–8months) and eight children of the experimental group with family risk of atypical development (older sibling or parent have a confirmed diagnosis of ASD and/or ADHD) (average age 2–66 months) were analyzed. Two-way analysis of variance showed that nondirective behavior of parents can lead to a more successful developmentof socio-emotional skills of children with the family risk of ASD and ADHD, namely, the skill ‘social setting’. The study is a pilot but demonstrates a potential for further research in this area. Keywords: child–parent interaction, video observation, young children, family risk, socio-emotional development
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